The document provides details of an English lesson for 4-year-olds focusing on family members. The 50-minute lesson includes singing hello and goodbye songs, introducing vocabulary like brother and sister using flashcards and a puppet, having students identify family members in photos and finish a family tree activity. Assessment involves checking students can identify family members in photos and say who is in each picture. Possible challenges like technology issues are addressed, and classroom management strategies focus on encouragement and attention to individual students.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Gilda Silvana Nora Bosso
Período de Práctica: Nivel Inicial
Institución Educativa: Colegio Laico Sagrado Corazón
Dirección: Obrero Argentino 86 – Neuquén Capital
Sala / Grado / Año - sección: sala de 4 años – Libélulas
Cantidad de alumnos: 18
Nivel lingüístico del curso: true beginners
Tipo de Planificación: clase
Unidad Temática: Mi familia
Clase Nº: 3
Fecha: 23 de Mayo de 2017
Hora: 8.00 a.m.
Duración de la clase: 50 minutos
Fecha de entrega: 17 de Mayo de 2017
 Teaching points: My family (brother/sister/mum/dad/baby)
 Aims: During this lesson, learners will be able to…
 Identify and name some family members.
 Introduce their family.
 Practise listening and speaking skills.
 Deepen their understanding of commands/instructions while developing their social and gross
motor skills.
 Language focus:
Revision Lexis Functions Structures /
Pronunciation
-Hello! Bye-bye!
-Look!
-Listen!
-Sit down!
-Stand up!
-Come here, please!
-Dad
-Mum
-Brother
-Sister
-Baby
Greetings
Giving / following
instructions.
Counting 1 to 5
Introducing members of
the family
Wh-question
(Who are you?)
Answer questions /
Introduce family
members
(This is my brother)
Who’s this?
This is (my) …
Pick up (the photo)
New Is it my (dad)?
Is it your (dad)?

2. Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP
procedure (Harmer, 2010) in a CLIL set of lessons.
Integration of skills: Listening and speaking skills will be integrated in all the stages of this lesson.
Fine motor writing skills are also integrated.
Materials and resources:
Puppet (Mrs. Owl)
Hello and good-bye songs from Super Single Songs
(https://www.youtube.com/watch?v=fN1Cyr0ZK9M)
(https://www.youtube.com/watch?v=PraN5ZoSjiY)
Flashcards made by me
Worksheets to colour
My family tree poster
18 cardboard frames
Tape
Laptop to watch the videos or to listen to the songs.
iSLcollective printables.
Pedagogical use of ICT:
In this lesson, a video will be used to support the presentation and exposure of the students to
the teaching point. Activities organised through the combination of audio and video (audiovisual
material) enhance language learning and acquisition.
Seating arrangement:
Students will be sitting in a circle on the floor in order to facilitate visual contact and interaction within
the group. At some points in the lesson, they’ll move around the class or will be sitting in a horseshoe
arrangement to watch the videos.
Assessment: what will be assessed and how
I’ll check that students comprehend and identify the members of the family by watching them pick up
the flashcard as it was done in the previous lesson and say who is on that picture, or stand next to the
corresponding picture. Even when in the PPP method elicitation is expected, they are very little to do
so, so I’ll provide them with the necessary input, and I’ll encourage them to produce the chunks of
language I’m teaching.
Possible problems / difficulties and their possible solutions during the class:
Some of the difficulties can be related to technology. I’ll be ready to deal with a possible Internet
connection disrupted, so I’ll download the videos and also an mp3 version of all the songs. Also, some
of the students might not understand some instructions, using body language to help them understand
what I am asking or saying. As regards behaviour problems, I hope not to have but if this happens I´ll

3. take some ideas from “Aula Afectiva” by Laura Lewin, pages 36 and 37 How to manage a crisis? – How
to help an angry student?.
Classroom management strategies:
Creating an encouraging classroom atmosphere with songs and chants.
Paying attention to all the students during the class, assigning roles to those who are most
demanding of my attention (Fiorella – Catalina – Fabricio) or any other students.
Being flexible if any activity doesn’t go in the way I planned it taking into account what worked
on lessons 1 and 2 and readapting the planning or my focus as well.
Routine 10’
Purpose: To start the lesson, get students into the mood for work and establish rapport.
I’ll get into the classroom to wait and greet students:
“Hello! How are you today?”
Expected answer
“Hello!”
I’ll ask students to make a circle to sing the usual welcome song. I’ve chosen a song to do this
introduction, as they are usually very noisy and don’t go easily to make a circle when the teacher calls
them. Another detail to bear in mind is that it is really early in the morning for a 4-year-old child. I’ve
chosen this hello song because it helps me introduce students to an activity with TPR (Total Physical
Response) as children are always keen on miming and performing some activity with their bodies. That
also helps me control their energy at the beginning of the lesson.
Taken from: https://www.youtube.com/watch?v=ALcL3MuU4xQ
Time to make a circle.
Make a circle, big big big.
Small small small.
Big big big.
Make a circle, small small small.
Hello hello hello.
Make a circle, round and round.
Round and round.
Round and round.
Make a circle, round and round.
Hello hello hello.
Make a circle, up up up.
Down down down.

4. Up up up.
Make a circle, down down down.
Now sit down.
Then, let’s sing the “Hello song”
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you clap your hands?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello.
Can you stamp your feet?
Hello, hello.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet?
Taken from: https://www.youtube.com/watch?v=fN1Cyr0ZK9M
Their daily routine starts with “Mrs. Owl” which is their puppet. She always asks them their names and
gives each of them an apple with their names on it to stick on the attendance tree on the wall. So, I’ll
stick my routine to theirs.

5. 1
Tch: Oh, children. Look at who is visiting us… Mrs. Owl! Say hello!
Sts: Hello Mrs. Owl
Tch: Hellooooo children! (Mrs. Owl’s voice)
Sts: Hellooooooooo
Tch Hoo hoo Who are you??
Repeating these questions with some students but not many because they’ll get out of control quickly!
Then, I’ll start with the “apples ritual” as our Mrs Owl eats apples… so children have to put them in the
tree where Mrs. Owl lives.
Tch: Let’s see… whose apple is it? The name starts with… AM (Amelia)
Amelia: Amelia!!! (She’ll take the apple to put it on the tree)
Tch: Let’s count together! One, two, three, four, five! Yes, Well done!
Their teacher usually counts with them to limit the time they take to go to the tree. Once again, I’ll
count to limit the time and also to practise numbers 1 to 5 with the students.
Tch: Now, whose apple is it? The name starts with… JU (Juan Pablo)
Amelia: It`s me (He’ll take the apple to put it on the tree)
This activity might take a bit longer, but in the teacher’s interview, she stated the importance of this.
Lead-in or Warm-up
Purpose To recall prior knowledge on the topic (family) and the teaching points.
Timing 5’
Before the lesson starts, I’ll post my family tree poster with the cardboard frame made in a big size.
This is to recall prior knowledge and also let them know what we’ll be doing during the lesson.
1 Photos taken in the observation period.

6. Gilda’s Family Tree
MUM DAD
BROTHER
SISTER
ME
SISTER

7. I’ll start asking about my photos. Some students might remember but others might not so I’ll be
ready to help them remember with questions like this:
Tch: Who’s this?
Expected answer:
Sts: Dad / Mum
Tch: Great! Well done!
If it doesn’t happen, I’ll elicit the answer as follows:
Tch: Who’s this?
Expected answer:
Sts: No answer –
Tch: Is it (my dad)?
Expected answer:
Sts: Yes… dad!
Tch: Great! Well done!
I’ll point to different pictures to see if they can remember who they are.
Transition: Now, let’s see your family tree!
Presentation
Purpose to further expose the learners to the target language.
Timing 10’
Now, I’ll ask students to sit on the chairs facing the board where my family cardboard frame will
be stuck. I’ll ask them if they like it.
Do you remember my family? Do you like it?
I’ll print the photos in this link:
https://www.dropbox.com/s/pl8aaesncj1sbms/My%20family%20pictures.docx?dl=0
Tch: I’ll ask them: Who’s this?
EA: (This is) dad / mum / sister / brother
I’ll elicit the answer in chorus. If they don’t remember I’ll help them with flashcards.
Transition:
Now, let’s finish your family tree!

8. Development
Activity #1
Purpose To check students’ comprehension on words related to family members.
Timing 20’
I’ll prepare enough family tree pictures to stick the coloured pictures the students have already
painted in the previous lessons.
I’ll ask them to colour the tree in green and then I’ll help students to finish the family portrait. As
they work, I’ll play some music to keep them working quietly. Also, I’ll be working individually
with each student asking about his or her trees and their photos.
Tch: Who’s this?
EA: (This is my) dad / mum / sister / brother
Tch: What colour is the tree?
EA: (It’s) green.
Tch: Yes! The tree is green. Let’s colour it!
Oral production and listening skills will be integrated in this activity.
As soon as they finish their tree, I’ll put them into the frame and I’ll give them to the children as
a present.
If some students finish faster than others, I’ll have some dakis to play with.
Transition: Well done children, “Oh, no! Look at the time” (pointing to the clock on the wall).
It’s time to say goodbye! Let’s sing the good bye song:

9. Closure
Purpose To finish the lesson singing the good bye song
Timing 5’
Taken from: https://www.youtube.com/watch?v=PraN5ZoSjiY
This song is similar to the hello song, from the same website. Again, I’ve chosen it because it
allows us to finish the lesson in the same way they start ed it. They can sing, and also dance
performing the actions described by the song.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
I can clap my hands.
I can stamp my feet.
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
Homework: A brief note to let parents know they have to take a picture of their children’s work and
post it on our padlet. This is quite important because children will feel their work is important for their
parents, which will help children’ self-confidence increase.
Estimada Familia:
Hoy terminamos nuestro árbol familiar, con el cual hemos aprendiendo màs sobre la familia. Esperamos que el trabajito con
tanto amor por su hijo o hija encuentre un lugar importante en su casa. Los invitamos a ingresar a nuestro padlet en el link
adjunto, y agregar una foto deltrabajo envuestra casa. Los esperamos ennuestra aula virtual.
https://padlet.com/gilda_bosso_22/um9186jvq3f6
Miss Gilda

10. • To be completed by your tutors:
Lesson
plan
componen
t
Excellent
5
Very
Good
4
Good
3
Accepta
ble
2
Below
Standard
1
Visual
organizati
on
Coherenc
e and
sequencin
g
Variety of
resources
–
Learning
styles
Stages
and
activities
Teaching
strategies
Language
accuracy
Observati
ons
Minimum score: 18 / 30